1. 10 Things to Make a Difference for Struggling Readers SPECIAL NEEDS TEACHING SERVICE Training & Development I want to be a professional reader Joe aged 6 ½

2. 10 Things to make a difference 2 Leicester City Research/ Practice in England

3. 10 Things to make a difference 3 “intervention should be used early before literacy failure has become embedded” Rose Review 2006 “ordinary teaching does not necessarily enable children with literacy difficulties to catch up. Children need more help than the classroom normally provides.” “What Works” Professor Brooks (the largest, most recent research survey of literacy interventions used in England, December 2007) “Work should be adapted within the classroom, support should be given in small groups and individual programmes should be provided for those with most need.” Rose Review 2006

4. 10 Things to make a difference 4 School Focus 1.Mission for literacy 2.Staff training 3.Signpost interventions 4.Organise human resources 5.Share practice Teacher/Pupil Focus 6.Match books to pupils 7.Identify and target pupils with low reading mileage 8.Provide pupils with a wide range of reading strategies 9.Opportunity to read familiar books 10.Recognise central role of language

5. 10 Things to make a difference 5 1.Schools need a “sense of mission” to get all pupils reading and writing to a competent level. School awareness - the big picture of literacy e.g. …… 2003 419 city pupils went to secondary school below Level 3 in reading A sense of mission

6. 10 Things to make a difference 6 Below Level 3 Year 6 NationalLeicester City 20037%14% 20047%12% 20057%11% 20066.7%9% 20076.5%9% 20085.6%9% 2009 Figure unavailable to date 9% A sense of mission

7. 10 Things to make a difference 7 Awareness of impact on pupil lives … 4x more likely to be excluded and truant Chances of a below Level 3 Y6 pupil attaining five GCSEs (A* - C) is ….. ? Majority of young people – involved in juvenile crime poor literacy skills In many prison studies, 60% of all adult male prisoners have a reading age of below 7 years A sense of mission

8. 10 Things to make a difference 8 A strong sense of mission leads to early intervention rather than at the point of crisis Age of pupil A sense of mission effective pre school and primary provision can have a powerful effect on children from disadvantaged backgrounds EPPE 2008

9. 10 Things to make a difference 9 Light touch support.. 5 minutes 3x a week 1:1 layers of intervention “ … more help than the classroom normally provides” Brooks Quality First Teaching

10. 10 Things to make a difference 10 2.Invest in staff training for all teachers and Teaching Assistants National research shows wide variations in how much professional development schools arrange for staff in literacy Examples …. Match any book to any pupil so he/she reads 90% + accuracy Quickly diagnose strengths and weaknesses after a pupil has read 60/100 words Staff training

11. 10 Things to make a difference 11 Clear understand that reading weaknesses are located in  language  phonic knowledge and application  phonological awareness  understanding book conventions  reading behaviours in texts Recognise and nurture a wide range of reading strategies

12. 10 Things to make a difference 12 What do good readers do? 1)Sound out words in different ways: Cat flat hospital c-a-t fl-at hos-pit-al Staff training

13. 10 Things to make a difference 13 What do good readers do? 2)Listen to themselves and notice mistakes That doesn’t make sense! can Floppy ran fast Get in the van car That doesn’t look right! Staff training

14. 10 Things to make a difference 14 What do good readers do? 3) Correct their own mistakes The cat sat on the rug… No! … mat… that’s better! Staff training

15. 10 Things to make a difference 15 What do good readers do? 4) Re-read to have another go Floppy ran to the playground park I’m going to read it again and sort it out! Floppy ran to the park Staff training

16. 10 Things to make a difference 16 What do good readers do? 5) Understand the book and can talk about the main ideas I enjoyed this book! Rabbits need a lot of looking after don’t they? Staff training

17. 10 Things to make a difference 17 What do good readers do? 6) Read in phrases so it sounds like talking Once upon a time, there was a lonely house in a dark, dark forest Staff training

18. 10 Things to make a difference 18 ACTIVITY 25 wordsShorona Sound out words in different ways c-a-t / fl –at / hos-pit-al Listen to herself and notice her mistakes (do errors make sense? Look right? Correct her own mistakes Re-read to have another go Understand the book Read in phrases so reading sounds like talking Shorona reads Baby Bear Staff training I like honey, so does Baby Bear Shorona

19. 10 Things to make a difference 19 Take a running record (miscue) to diagnose pupils strengths and weaknesses Jasmine Level 11 Sounds out well Needs help with vocabulary Needs help listening to herself so that reading always makes sense – she needs a “repair” strategy Needs to repeat to check or problem solve Robbie Level 11 Struggles with phonics – he looks at first letter of a word and makes a guess rather than sound out systematically Understands books and stops when something doesn’t make sense Errors show he sometimes uses language to predict e.g. sulky/ stubborn rather than phonics repeats to solve words Staff training

20. 10 Things to make a difference 20 “Decoding” and “understanding” + + - - good understanding poor decoding good decoding good understanding good decoding poor understanding poor decoding poor understanding 3.Have good systems for signposting interventions and tracking pupils’ progress Signposting interventions

21. 10 Things to make a difference 21 Reading difficulties can be nipped in the bud using early assessments to tailor work more closely to pupils’ needs Signposting interventions Jim Rose

22. 10 Things to make a difference 22

23. 10 Things to make a difference 23 Early Literacy Support Better Reading and Writing Partnerships Read Write Inc Inference Training Acceleread/Acccelewrite one to one tuition Academic coaching Reading Recovery Signposting interventions

24. 10 Things to make a difference 24 Evidence based interventions 2007 This was one of the biggest recent research studies of what helps pupils make progress in reading. These 24 interventions were identified by Professor Brooks at Sheffield University for the DCSF as the most effective interventions used in England. Signposting interventions

25. 10 Things to make a difference 25 Class Tracking Sheet Subject Reading Year 1 Identify which pupils have had interventions Signposting interventions

26. 10 Things to make a difference 26 Nowadays we have a lot of adults working in schools. Adults can be used carefully and creatively. 4.Organise human resources and target pupils who need extra support Pressures on adult time! Schools have a formidable range of key objectives Organise human resources

27. 10 Things to make a difference 27 5/40 hours TOTAL PUPILS = 20 per year Happyville School has 220 pupils on roll with 8 Teaching Assistants … 40 hours a day, uses 5/40 hours a day to support 20 pupils a year with one to one interventions Organise human resources

28. 10 Things to make a difference 28 Flexible organisation … to provide 1:1 support for 18-22 pupils each year School 1School 2School 3 Organise human resources Supporting 18-22 pupils, one to one, for 12 week programmes

29. 10 Things to make a difference 29 School culture …… beliefs, expectations about literacy which shape organisation and practice 5.Make links with other schools to share best practice literacy approaches “The way we do things around here” Deal “… Organisations have beliefs deeply buried” Niam “The last animals to discover water will be fish” All schools have an individual culture … culture

30. 10 Things to make a difference 30 child deficit model Be aware of your school beliefs about literacy Sharing school practice and pooling skills challenges our assumptions, beliefs and practice … is a relatively good idea Sharing Practice Adult skills and resources model “inevitable a proportion of pupils will not be able to read” “Our pupils’ progress is linked to adult expertise and our capacity to organise resources”

31. 10 Things to make a difference 31 6.Match books to pupils so that all pupils read at 90% accuracy (with understanding) Match books to pupils

32. 10 Things to make a difference 32 Try a 60 word check … are books well matched to pupils? This takes 5 minutes and is easier than splitting the atom and track pupils using Book Bands or PM/ RR levels Match books to pupils

33. 10 Things to make a difference 33 Match books to pupils

34. 10 Things to make a difference 34 7.Identify and target pupils who do not receive support at home and boost their reading miles We know each week, struggling readers read less words at school than average readers. These pupils often also do not receive support at home. Some researchers suggest beginning readers need to read 600-1000 words a week to become competent readers age

35. 10 Things to make a difference 35 Train your older pupils as Reading Buddies to read with younger, struggling pupils for 2x 15 minutes a week. Light touch TA support – e.g. 5-10 minutes daily/3x a week for 6 pupils one to one and small groups Both younger and older pupils will improve their reading Use one to one tuition funding or Whatever It Takes funding to give targeted ‘low mileage’ pupils extra opportunities to read Identify and target pupils with low reading mileage

36. 10 Things to make a difference 36 “Gains in pupil achievement that stem from parental involvement programmes tend to be permanent”. Engage parents and volunteers and provide training. “Research shows parental involvement in a child’s schooling is a more powerful force than social class and level of parental education”. Frequent opportunities for partner reading and Everyone Reading in Class (ERIC) Identify and target pupils with low reading mileage

37. 10 Things to make a difference 37 8.Give pupils a wide range of strategies to use when they read books. Adults in school use prompts to shape pupils’ reading behaviours.

38. 10 Things to make a difference 38 Robin Hood lived in a big tree/ wood with his friends *** He called them his merry men. The ? / Sheriff *** of Nottingham was a bad man He lived in the / a *** big castle, near a ?/ river *** He was always trying to catch Robin Hood. The Sheriff of Nottingham was helped by another bad man called gug of gibone / Guy of Gisbourne *** But Robin was too ?/ clever ….. *** Opportunities to read familiar books

39. 10 Things to make a difference 39 9.Provide opportunities for struggling pupils to read the same book 3-4 times over a fortnight. Struggling readers need opportunities to read the same book 3+ times over a couple of weeks ….. Would you ask a child who is learning the trumpet to play a new piece of music just once!!? Opportunities to read familiar books

40. 10 Things to make a difference 40 Monday 15 mins Introduce a book, talk about it and group read Wednesday 15 mins Same book – another brief introduction, group read. Introduce another book – group read. Friday 1:1 reading 10 minutes per pupil - read both books TA Light Touch Support Opportunities to read familiar books

41. 10 Things to make a difference 41 10.In quality first teaching, small group and one to one contexts, pupils need to have opportunities to develop their language skills to help improve reading and writing. To develop reading and writing in primary schools we need “to recognise the central importance of developing children’s spoken language” (Rose 2009) Recognise central role of language

42. 10 Things to make a difference 42 Be aware and tune into barriers to reading comprehension weak domain (background knowledge or experience) problems with working memory interferes with ability to link ideas from different parts of text problems integrating information from a text  recognising key words and realising their significance. Billy was howling …….  linking bits of information together to build a consistent message  Weak comprehenders fail to spot inconsistencies (in assessment activities) e.g. moles cannot see well … moles have very good eyesight). Recognise central role of language

43. 10 Things to make a difference 43 problems with inference making e.g. Jane was invited to Billy’s birthday party. She wondered if he would like a kite. She shook her money box. It made no sound. unfamiliar word order particularly… confusion with pronouns … genders … phrasing e.g. “Deficits in oral vocabulary knowledge can be one important reason for reading comprehension problems” Snowling et al 2009 (English) “I am looking forward to meeting you” (French) “I am impatient for to see you” Recognise central role of language

44. 10 Things to make a difference 44 weak narrative production weak listening comprehension reading comprehension listening comprehension “Yesterday I …. “ Recognise central role of language

45. 10 Things to make a difference 45 figurative language and grammar difficulties It’s raining cats and dogs A lack of repair strategies if comprehension breakdown is detected Recognise central role of language

46. 10 Things to make a difference 46 Reading makes me clever and happy. I feel proud because I can read hard books all by myself Joe started on book level 3 and now with the help of Mrs F he’s on 12. He can read from TV screens, posters and leaflets which is a huge development. Thank you Mrs F! Look at my shirt Look at my shoes Look at my hat Look at me! Snowball was a little white mouse. He did not like the pet shop. “I don’t like kittens and puppies”, he said “they eat mice!” Mum says …